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open access
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ISSN : 1229-0718
This study investigated wisdom and intelligence among three generations within families in order to highlight multidimensional and multidirectional nature of adult intellectual development. Wisdom was assessed in three ways. First, subjects rated themselves on five wisdom criteria (factual and procedural knowledge, relativism, contextualism, and uncertainty). Second, subjects were rated by two family members on these criteria. Third, a Wisdom Inventory was administered to measure adults' knowledge about uncertain life dilemmas. Significant but modest relationships among self-ratings, ratings by others, and objective performance were obtained, suggesting that they tap related but different aspects of wisdom. Wisdom was stable across generations of young adult children, middle-aged parents, and older grandparents with a slight negative trend. The older grandparent generation did not achieve the highest score on any wisdom measure. However, age was positively related to performance on the Wisdom Inventory within generations. Cohort effects favoring the younger generations may have masked age-related increases in wisdom. By contrast, fluid and crystallized intelligence showed sharp decreases across generations. Wisdom was significantly correlated between generation dyads, suggesting a possible intergenerational transmission within families.
The purpose of this study, as the 2nd preliminary study establishing suitable VMI-3R developmental test norm to Korean children, was to verify whether visual-motor integration ability rely on social and economic level, parent's level of education, writing ability and intelligence or not and to find a variable which can be predict VMI-3R ability. The subjects of this study were 144 children with 3rd and 5th grade (male 73, female 71) of two elementary schools in Seoul. As test instruments, Beery's VMI-3R test, standardization intelligence test and standardization writing ability test were used. As the t-test result, total VMI-3R score of two schools which have social and economic differences showed significant difference (p<.05) and it also showed significant difference (p<.05) due to the level of their mother's educational background. The result between writing and VMI-3R tests was also showed significant difference (p<.05). It did not show significant difference between total intelligence quotation and VMI-3R score, however, VMI-3R score showed significant difference between the upper and lower group of intelligence quotation. As a result of multiple regression analysis, the variable which can predict VMI-3R ability was showed in order as spatial perception ability (p<.01), reasoning ability (p<.01) and age (p<.01). This study was discussed and compared with former study and as a follow-up research of the 1st and 2nd preliminary study, the necessity of Korea standardization study for VMI-3R developmental test was also proposed.
The purpose of this study was to find out the developmental relationship between category-based perception and trait-based perception in person perception. It was hypothesized that developmental shift may occur from category-based perception to trait-based perception. Two studies were performed. In study 1, interviews/surveys of kindergartners, 3rd-4th graders, 7th-8th graders, and college students were conducted, in which Ss were presented with descriptions of boys or girls with stereotypical or counterstereotypical attributes and asked to judge other characteristics these boys or girls might have. The data indicated that a) use of individuating information increases with age, but gender label decreases with age b) intergroup discrimination decreases with age, and c) the relationship between masculinity and femininity becomes increasingly negative with age, suggesting that gender may initially be viewed in dualistic terms but later as a unidimensional construct. In study 2, it was hypothesized that development to trait-based perception may be related to individual's perspective level. To test the hypothesis, a conflict situation that agenetic value contrasted to communal value was presented, and was judged in agenetic and communal dimension. The measures were criteria to categorize perspective expansion, perspective constraction, and non-perspective group. As a result, the hypothesis was partially supported that perspective expansion group more used individual trait informations than perspective constraction. no-perspective group. Thus it was discussed on the gender perception development.
An empirical crosscultural approach to the adolescent problem was made in the Mokpo area where urban, rural, and island culture re coexist. Questionnaires containing eight psychological variables - stress, coping style, perception of parenting style, future orientation, value orientation, social skill, attribution style, and self image - were administered to 832 junior and senior high school students. Comparison groups were formed according to gender and age. To reflect the regional specificity in the Mokpo area, five further 'subcultural' groups were compared: students in the urban area, students in rural areas, students from islands, students from fisher families, and adolescents on probation. Age difference was found in seven variables, and Gender and 'subcultural' difference in all eight variables. The results were discussed in terms of cultural relevance of adolescent problems. Finally, several types of intervention programs for each subcultural group were suggested.
The purpose of this study is to investigate the developmental aspects of the ego-identity scale in Korean adolescents . The subjects consisted of 1,442 middle school students, 1,372 high school stdudents and 1,448 college students in four citys including Seoul. The instruement administered for this study was Korean Ego-Identity Scale by researcher. The data were analyzed by ANOVA using SPSS. The results of the study are as follows- First, there were significant difference in adolescents's ego-identity scale between the three age groups(p<001). Second, there were significant differences in eight sub-scales of ego-identity(p<.001). Third, the three sub-scales such as 'Initiativeness', Self-receptiveness and Confirmativeness for future were checked as the highest scales of the high school students significantly. The results of the study suggest that, in Korean culture, the development of ego-identity of adolescents is influenced by their age and psychological environmental, such as perceived parental attitudes on the future. In addition, this study suggests that the majority of korean adolescents, in college students especially, seem to be in high level of the ego-identity.
The major purpose of this study is to identify the impact of obscene published materials on adolescents' development, and to find related psychosocial factors. 647 male high school students were administerd by Zuckerman's Sensation Seeking Scale, the Love Scale, the Sex-role Ideology Scale, and the Delinquency Scale. The subjects were classified as three (high-, intermediate-, and low-) exposed groups respectively, in accordance with the level of exposure to obscene publications. Results showed that high exposure group tended to prefer the 'eros' type of love and authoritarian sex-role ideology than their counterparts, as well as to show higher delinquent tendency. It was also found that the Sensation Seeking Scale and its subscales could serve as significant predicting factors about the impact of exposure to obscene materials.
As a preliminary study for the development of a framework of evaluating video games for children, games were classified and rated by expert players of different age groups according to 10 dimensions(violence, educational value, visual interest, auditory interest, sexual explicitness, realness, user friendliness, feeling of achievement, creativity/novelty & difficulty). When 1199 games were classified into 9 types (shooting, simulation, puzzle, sports, arcade, action, adventure, role playing & border games), arcade games were the most frequent(22.1 % ) and border games were the least frequent(1.33%). In dimensional ratings, action games were the highest in violence and the lowest in educational value, whereas puzzle games revealed the opposite trend. Sports games were rated as the highest in the level of realness. Border games was the highest in sexual explicitness, even though there were only a few semi-pornographic games in this type. Creativity was the highest in puzzle games and the level of difficulty was the highest in role-playing games. Analyses of interrelations among evaluative dimensions revealed that the level of violence was positively related with visual interests, auditory interests, sexual explicitness, feeling of achievement, creativity/novelty and difficulty. It was negatively correlated with educational value and user friendliness. Most importantly compared to the older experts, young children were less sensitive in distinguishing games along these dimensions: Primary school children only distinguished games along the violence dimension, whereas older experts rated all games differently for each dimension. Therefore, an evaluative framework will be especially useful for games targeting children for whom violence is the only, salient dimension.
This study was to find age differences among children's symptoms reported by parents visited a mental health clinic in Seoul. Of 2,727 children(2,007 boys, 720 girls) there were 941( 34. 5%) aged 0 to 3 years, 793 (29.1 %s) 4 to 6 years, 313 (11. 5%) 7 to 12 years, and 152(5.6%) 13 to 18 years. The symptoms the most frequently reported by parents were in order language deficiency, attention difficulty, social isolation, autistic behavior, retarded intellectual development, motor tic, emotional language problems, learning difficulty, etc.. Chi-square test was used to find age differences among children's problems: in the age group 0 to 3 years language deficiency and autistic behavior were significantly reported, in the age group 4 to 6 years language deficiency, retarded intellectual development, and social isolation, in the age group 7 to 12 years learning difficulty, low academic motivation, attention difficulty, and tic, and in the age group 13 to 18 years delinquent behavior and somatic symptom. The significant symptoms of each age group indicated that children's problems were likely associated with delay, distortion, or failure of critical developmental tasks of a given period, Of 2,727 1,238(45.4%) receiving assessment for diagnosis showed a similar trend in the distribution of disorders: in the age group 0 to 6 years there was high rate of developmental disorders and in the age group 6 to 12 years there was high rate of diagnoses related to school performance.
Three-year- to seven-year-old children were asked to make a solution for the math problems. In order to solve them subjects should use six additive or subtractive operations as follows: (1) Simple Addition (a+b=?), (2) Simple Subtraction (a-b=?), (3) Adding Amount (a+?=b), (4) Subtracting Amount (a-?=b). (5) Added Amount (?+a=b), and (6) Subtracted Amount (?-a=b). Experimenters gave the questions to subjects through two procedures: (1) Pictorial presentation with verbal explanation (2) Numerical presentation with printed materials (cards on which equations such as "3+?=5" were written). When the numerical presentation, several stages for solving the equations were found: (I) Wrong Solution, (2) Adding given digits for any equations, (3) Can do Simple Addition, (4) Can do both Simple Addition and Simple Subtraction, (5) Can do Adding Amount and Subtracting Amount, (6) Can solve all the equations. When pictorial and verbal procedures, almost all the 3-year-old children can do both Simple Addition and Simple Subtraction. The stages found from the analyses of the data from the pictorial and verbal procedures were reconfirmed. Origins and developmental trends of additive and subtractive abilities were discussed.
Young children's intuitive understanding of the relationship between volume, weight, and density was examined. Especially when "density" was defined as "heaviness of substance", 4-to 7-year-olds were asked to reason on weight given volume and substance information on the objects used. The results of the study 1 showed that 5-year-olds successfully predicted the relative weight of the objects considering both volume of objects and heaviness of substance. In study 2, based on weight and volume information, 4- and 5-year-olds successfully identified substance kinds given objects were made of. The results indicate that, contrary to previous studies, young children have an intuitive understanding of density.
An experiment was conducted to investigate effect of preschool children's self-control in performing task with physical pain. two tasks with different degrees of physical pain were manipulated by both weights to be holding posture. Seventy-two kindergartens were assigned into four groups. The first two groups were rewarded either for themselves ar for their mothers. Half of each group were asked to hold the basket corresponding to 4% of child's body weight with less uncomfortable posture(less painful task). And the other half were asked to perform more painful task holding the basket corresponding 12% of child's body weight with more uncomfortable posture. The results were as follows: First, children who were given reward for their mother performed more painful task longer than those who were given reward for themselves. Second, children who were given reward for themselves performed less painful task as long as those who were given reward for their mother. These findings showed that even younger children were able to perform the task longer for the benefits of their mother's even in the presence of powerful obstacle(e.g., physical pain). Considering the results, we conclude that the superior effect of concern for mother on self-control be generated from controlling the influence of obstacle.
This experiment studied 4-year-old children's regulation of the internal negative emotion as a functional perspective, which considers emotional regulation as adapting to a given situation, through a behavioral measure and self-ratings. The subjects were 73 preschool children between the ages of 4-year-old and 5-year-old. Before the experiment, the subjects had been trained to rate their emotional state using the Self-Rating-Scale(SRS) 2 or 3 time a day for 1 weeks by their teachers. When they participated in experiment, at first they practiced a dependence measure, attention task. Randomly, half of the subjects were induced negative emotion, and the others neutral emotion using 6-minute films. Instructions were used in the experiment, which was intended either to keep induced emotional state(fixation) or to open to manage their emotional state to fit themselves to the situation(non-fixation). All of the subjects were individually administered attention task scanned on a computer monitor to measure reaction time. The subjects rated their emotional state after emotional inducing(pre-rating) and after performing the attention task(post-rating). The results were analyzed by planned contrasts made two groups at a time among the conditions of 2(emotional states)×2(instructions). Dependence variables were the reaction time of attention task and post-rated emotional scale values. The results supported the main idea of this study. Therefore, 4-year-old preschoolers could spontaneously regulate their emotional state in order to adapt themselves to the given situation.
The purpose of this study is to investigate the group-based behavioral strategies for assessing and remediating the social withdrawal and phobic responses of emotionally disturbed young children. First, the problem is conceptualized as low level of social acceptance and peer interaction based on the early sociometric and behavioral studies. For diagnosis and assessment, sociometric methods, direct observation of interactional behaviors, and standardized tests or behavioral checklists could be effectively utilized. The behavioral strategies suggested in this study are: (i) improvement of peer acceptance by promoting the behavioral traits that meet the peer expectation, by rearranging the group structure, and by sharing their resources and success with peers:> (ii) extinction of the phobic and avoidant responses through counter-conditioning, modeling, and reinforcement of incompatible behaviors; (iii) increment of the social interaction by training prosocial skills and utilizing peers as therapeutic mediators; (iv) removal of the problem behaviors that interfere the social interaction with peers.